ENGLISH ABSTRACT : The migratory patterns of people to other countries – in search of a better life – is a global phenomenon. On a continent beset by civil and ethnic conflict, poverty, and unemployment, the newly democratic South Africa has become a much desired home. As such, South Africa has not only become a haven for those in search of a better life, but also the educational hope for thousands of immigrant children. True to its democracy, the South African constitution ensures the right to basic education for all children, including immigrants. However, whether these immigrant learners are in fact acknowledged, accommodated and integrated in South African schools, is another question.
In focusing on principals at five Western Cape schools, my research seeks to ascertain whether the leadership and management of a school play a role in the integration of immigrant learners. I specifically seek to understand whether there are any management structures and strategies in place in order to accommodate immigrant learners; and whether principals are prepared to act as agents of change in meeting the needs of immigrant learners, and also how educational policies address and support the needs of immigrant learners. The research was conducted at five schools: three former Model C schools, and two previously disadvantaged schools. Each of these schools has witnessed a significant growth in the number of immigrant learners.
The findings show that the cosmopolitan rights and the diversity of immigrant learners are not always respected by principals. Principals as school managers continue to act as gatekeepers in terms of which type of learner enters their schools. Immigrant learners struggle to become integrated as learners in the schools, in which they constitute a very small minority. Current education policies fail to take into account the challenges encountered by immigrant learners, and, as such, do little to address their needs.